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A search of MERLOT materialsCopyright 1997-2015 MERLOT. All rights reserved.Tue, 31 Mar 2015 15:13:15 PDTTue, 31 Mar 2015 15:13:15 PDTMERLOT Search - category=2268&sort.property=overallRatinghttp://www.merlot.org:80/merlot/images/merlot.gifhttp://www.merlot.org:80/merlot/
4434WebQuest Pagehttp://www.merlot.org/merlot/viewMaterial.htm?id=91223
Bernie Dodge of San Diego State University developed the idea of WebQuests to teach students how to effectively use the Internet for research. Webquests areinquiry based lessons in which all or part of the information that learners interactwith comes from resources on the Internet. A short-term WebQuest is designed tobe completed in a few class periods. At the end of a WebQuest, a learner will havegrappled with a significant amount of new information and made sense of it. Check out the link to WebQuest collections at http://edweb.sdsu.edu/webquest/webquest_collections.htm. These are lists of WebQuests created in various settings, mostly University courses and workshops.Instructor-Made Videos as a Scaffolding Toolhttp://www.merlot.org/merlot/viewMaterial.htm?id=768947
Abstract: Instructors have frequently found that some content, such as mathematical formulae, chemistry laboratory experiments, and business practices, are unusually difficult for students to comprehend through text-centered approaches, and that this is especially so for online students. In response, instructor-made videos (IMVs) of three to 10 minutes in length on problematic topics or subject matter areas were produced for business, chemistry, and mathematics courses. The IMVs were intended to scaffold student learning. Initial findings revealed that multimodal IMVs involving the demonstration, illustration, and presentation of key terms, knowledge, skills, and resources can help students understand important procedures, structures, or mechanisms in previously problematic content. Simply stated, IMVs can have a positive impact on student learning.Volume 8, No. 4, December 2012, pp. 298-311HTML / PDFInformation Literacy Competency Standards for Higher Educationhttp://www.merlot.org/merlot/viewMaterial.htm?id=87716
Information literacy standards for higher education were developed by the Association of College and Research Libraries (ACRL) Standards Committee of the American Library Association (ALA).The Writer's Complexhttp://www.merlot.org/merlot/viewMaterial.htm?id=76504
This will aid students or researchers in navigating through the many complexities of writing. The users can find answers to most problems encountered in the process of writing, as well as self-test skills. Sample papers are available for reference and connections to other writing resources.Research Tipshttp://www.merlot.org/merlot/viewMaterial.htm?id=88598
This information literacy tutorial takes the user through the library research process. It provides tips and instruction on topics ranging from selecting a research topic, searching for journal articles, and citing material.Learning Styles - Left or right brain dominancehttp://www.merlot.org/merlot/viewMaterial.htm?id=79757
This site is not intended to provide research and testing on learning styles. Originally constructed as a Reusable Learning Object, it is rather an animation of the characteristics of left brain and right brain learning traits adapted from the work of Malcolm Knowles in his book, "The Adult Learner: A Neglected Species (1990, p 243-248)." It also includes sites of learning style inventories for self reflection. Some of these secondary links may change over time and we will make an effort to keep up with those changes in a timely manner.Click on the ? button in the upper right hand corner to get the directions on the most effective use of the tool.The site has been used initially as part of a leadership development course to assess how leaders learn and to help leaders determine how their subordinates learn. With the concept of "inside out leadership" I believe that leaders (no matter what age or position) have to be able to assess their own learning style. Subsequently knowing how others learn (and this may be different from how leaders learn) will affect how a leader gives direction, makes assignments, delegates work, etc. This RLO has been used in both an on-line graduate leadership development course and an on-ground freshmen orientation course but can be widely adopted for use in other areas such as study skills, psychology, management, and education. The learning goals/objectives, a sample learning assignment and the ways I have used the brain dominance material are located at http://www.towson.edu/~mcmahon/lead/moduletheory.html .There is a security system in place for the module (but not the RLO) because of tuition collected in an online course. It changes every semester but is available to those requesting it by contacting the author. The brain dominance RLO is only one part of the collective information required in the Personal Profile proof of learning for this content module on Leadership Theory (see right column of the module). The proofs of learning are considered homework and are collected online and recorded.Students who have viewed this RLO find it helpful in examining how they think. They can then compare their style to how others think and learn. It adds an interesting visualization to the popular "left-brain, right brain" literature.Cutting Edge Course Design Tutorialhttp://www.merlot.org/merlot/viewMaterial.htm?id=329336
An online version of a face-to-face Course Design Tutorial, that guides faculty independently through the same practical and intellectually interesting processes related to setting course goals, designing the course and following through. For faculty developers who would like to do a workshop using this resource, there are additional linksAll Mixed Up: Putting Gender Identity Into Perspectivehttp://www.merlot.org/merlot/viewMaterial.htm?id=77328
This site presents issues related to gender identity from the persepective of a transsexual psychology graduate student. The site is introduced with the the following: "Academic perspectives on the psychology of transsexuality are represented by groups like the Harry Benjamin International Gender Dysphoria Association (HBIGDA) and are codified in the mental illness model of the DSM-IV-TR as Gender Identity Disorder (GID) and Transvestic Fetishism (TF). This psychopathology treats transsexuality and cross-dressing as inherently bad things about us. They're not. Gender bending, gender queers, and transgenderism show society how uncomfortable it is trying to understanding gender and sexuality. Can sexologists refrain from placing value judgements upon those with gender dysphoria and instead refine the way we understand the psychology of gender, atypical gender development, and gender role socialization? I hope that by bringing a personal and non-judgemental scientific approach to understanding transgenderism, I can help transsexuals, cross-dressers, and psychopathologists grow and develop as people."Educational Origami - Bloom's Digital Taxonomyhttp://www.merlot.org/merlot/viewMaterial.htm?id=441838
Nominated as "Best Educational Wiki," in 2008 and 2009, Educational Origami is a blog , and a wiki, about the integration of ICT (Information and Communication Technologies) into the classroom. It's about 21st Century Learning and 21st Century Teaching. This collection includes the connection of ICT with Bloom's Taxonomy, learning styles, integration, management, and dealing with complex change. The site also houses many resources for teachers to equip them to become "Digital Natives.״Guide to Grammar and Writinghttp://www.merlot.org/merlot/viewMaterial.htm?id=82647
The Guide to Grammar and Writing, which is sponsored by the Capital Community College Foundation, is an interactive site for teaching parts of speech, usage, composition, sentence and paragraph development, and research and essay writing. After students select which area they want to study or learn more about, they click on the appropriate, easy-to-navigate links and read clear, concise explanations of the topic of choice. In each learning module, terms are defined, examples are given, explanations are provided, and links to further information are available. When a student is done investigating a topic, he or she may take a self-assessment quiz to check their understanding.